Which aspects of their practice do modern languages teachers in England’s secondary schools say they want to develop?

This study draws on teacher perception data gathered from 65 secondary school modern languages (L2) teachers in South-East England. Data were collected via four iterations of an online questionnaire and follow-up interviews with six heads department. paper reports respondents’ perceived strengths development needs relation to their classroom practice, including: L2 teachers’ sense self-efficacy for teaching the stability this self-assessment over course academic year; extent which felt that practices aligned research-informed understandings about how are learned; self-identified priorities further development; reasons these choices. The reported generally strong scores teaching, although fostering pupil engagement tended be lower. A gap was found between endorsement language principles enactment classrooms. Many they would value support developing pupils’ spoken use L2. Teachers highlighted spontaneity fluency as key speaking skills need development, by at all schools stages career.